Welcome to Week 8: From Communication to Social Skills
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Transcript of Welcome to Week 8: From Communication to Social Skills
[to Bobby] “You don't have what they call "the social skills. That's why you never have any friends, 'cept fo' yo' mama.”
From Waterboy, 1998 starring Adam Sandler
Welcome to Week 8: From Communication to Social Skills
Updates
Due Today: Ability Awareness Lesson Plan
5/29th: Dr. Richard Simpson Presentation Evidence-Based Practices for Students with Developmental
Disabilities Clay Building Rm. 102 Corner of 6th & Clay St.
6/4 (Note this is a Monday!): Quiz #4
6/12: Finals Week We will be having class! There will be Master’s project presentations Review of the term
Activity1. Find a partner2. Using the communication board
provided (ONLY…no speaking), explain your plan for your ability awareness lesson plan due today to your partner.
3. The “listener” can speak, but the “communicator” will only use the communication board (change roles after 5 minutes).
Agenda
Function-based Communication Strategies Assistive Technology [AT]/Alternative &
Augmentative Communication [AAC; or “Aug-Com”]
Teaching Communication Communication to Social Skills
Loman et al., 2010
Self-determinationIndependence, Interdependence,
Opportunities to Act
-e.g., Goal setting, choice-making, self-management
Assistive TechnologyOperational CompetenceMulti-modal expression
e.g., How to use devices, low & hi tech options
Personal RelevanceRelated to individual needs
e.g., social skills, daily living, vocational
Pivotal SkillsImportant to learning across content
areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic
organizers
Grade Level Content
Standards
Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)
AASK:
What am I requiring
students to do?
DDETERMINE the prerequisite skills of the task.
AANALYZE the student’s strengths and needs.
PPROPOSE and implement adaptations
TTEST to determine if adaptations helped the student
Standards/ Lesson Plan
Observe steps ALL students are doing to achieve the standard
Observe what TARGET student is doing—what steps can do.
Identify TARGET STUDENT outcomes and adaptations needed based on observation
Create a DATA collection plan.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.
Review Discrete Trial Training Pivotal Response Training
Difference between the two
Generalization Strategies
Maintenance Strategies
Pre-Requisites for Communication?
Competence in a symbolic and language system (e.g., spoken English, manual ASL)?
Formalized rules of word representation, production, & use?
Breathing is the only real pre-requisite (Mirenda, 1993)
Basic Conditions for Communication (Beukelman & Mirenda, 2005)
At least 2 people who understand each other
Form ◦ Way to send the message
Content ◦ Something to talk about
Function ◦ Reason/Purpose to communicate
Educational team members must ensure these are addressed
Functional Communication Training: Carr & Durand, 1985
Typical Consequence
Maintaining Consequence
Desired BehaviorProblem BehaviorAlternate Behavior
Antecedent
Setting Event
Summary of Behavior
FBA processD.A.S.H.
Define behavior in observable & measurable terms
Ask about behavior by interviewing staff & student-specify routines where & when behaviors occur-summarize where, when, & why behaviors occur
See the behavior-observe the behavior during routines specified-observe to verify summary from interviews
Hypothesize: a final summary of where, when & why behaviors occur 12
Design of Functional Analysis Conditions
Functional analyses should consist of at least three conditions: control, attention, and escape.
Control Condition: baseline condition in which student has consistently exhibited little or no problem behavior. Reinforcement should be freely available and no demands placed on student
Attention Condition: will involve the contingent provision of attention following occurrence of the problem behavior.
Escape Condition: will examine the function of student behavior through the contingent removal of aversive tasks (e.g., difficult, long, or physically taxing tasks)
Direct Observations During Functional Analysis
Collect observation data on the occurrence or non-occurrence of target behavior using a partial-interval recording system.
Activities for Conditions: Activities for Control
Condition
(Preferred activities)
Activities for Attention Condition
(Easy activities >90% accuracy)
Activities for Escape Condition
(Less preferred/difficult activities <60% accurate)
1. Building with Blocks
2. Working with unifix cubes
3. Drawing
1. Phonics center activities
2. Worksheets on phonics and reading
1. Reading CVC words from a list
2. Writing/handwriting activities
3. Math worksheets
1 2 3 4 50%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Participant 98
Control ConditionEscape ConditionAttention Condition
Perc
enta
ge o
f Occ
urre
nce
of P
robl
em B
ehav
ior
What would you use for the conditions to test this hypothesis?
Antecedent Behavior Consequence
Small group writing tasks (writing paragraphs)
Makes faces and talks to other students
Get Peer Attention
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity w/ Peers
If Problem behavior occurs:
Ignore
Work Alone on easy task
Work w/ Peers on difficult task
Provide him w/ attention from Peers
Remove the task
What would you use for the conditions to test this hypothesis?
Antecedent Behavior Consequence
Double digit addition problems
Puts head down, throws pencil down
Avoid Math Task
Control Condition?
Attention Condition?
Escape Condition?
Easy/Preferred Activity
If Problem behavior occurs:
Ignore
Work Alone on easy task
Work w/ teacher on double digit problems
Provide him w/ attention
Remove the task
FBA: Summary of Behavior
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
FUNCTION is where student behavior intersects with the environment
Function = Learning
Student learns…. When (A), if I (B), then (C)… Function = how I benefit so I keep doing B
Targeted Routine
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of alternative/ replacement behaviors
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Which of the Following are Appropriate Replacement Behaviors?
• Leslie is 12, has severe intellectual disabilities, does not use words, and hits her head. Head hitting is maintained by adult attention during work periods.
• Which is the best Replacement Behavior• hide under her desk and be ignored• sign for “more” to another student• take completed work up to show the teacher• move to sit by another student• Use picture communication system to request teacher
help
Start w/ the Function
1. Serve same Function? Does it provide adult attn?
2. Is Behavior easier to do than problem behavior?
3. Is Behavior socially acceptable?
Then, move to preventing the problem behavior & prompt alternative
Antecedent Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Does the intervention directly address:
a) the antecedent?
b) the Function of the problem behavior?
Antecedent Interventions
Yes or No?
Why?
Critical features of Antecedent Interventions to prevent the Problem Behavior?
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTION
Function should guide selection of prevention strategies
Function should guide selection of alternative/ replacement behaviors
Function should guide selection of consequences: (+) and (-)
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Consequence Intervention: Reinforcing Positive Behavior
1. Identify an intervention to Reinforce the
Alternate Behavior
Yes or No?
Why?
Critical features of Reinforcers?
2. Identify an intervention to Reinforce the Desired Behavior
Steps in Identifying
Reinforcers?
a) Is reinforcer valued? (start w/ function of behavior)
b) Are expectations & timeframes reasonable for the student?
Consequence InterventionResponding to Problem Behavior
1. Prompt the Alternate Behavior at earliest signs of problem behavior
Yes or No?
Why?
2. Identify a response to problem behavior that does not reinforce the Problem Behavior
Steps in Identifying Responses to Problem Behavior?
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONAVOIDING DIFFICULT TASK
Prevent
Make task less difficult
to avoid difficult task
Alternate behavior
Must allow student to
avoid difficult task
Consequence
(+) Reinforce (a) alternate behavior w/ oppt’y to avoid task & (b) desired behavior
(effort on task)
(-) problem behavior should not result in avoiding task;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Function Based Interventions
Maintaining Consequence & Function
Problem Behavior
Antecedent
FUNCTIONGETTING ADULT ATTENTION
Prevent
Provide adult Attention in advance &
often
Alternate behavior
Must give student
access to adult attention
Consequence
(+) Reinforce both alternate behavior & desired behavior
w/ adult attention
(-) problem behavior should not result in adult attention;
redirect to Alt. behavior
When generating interventions we use Function to develop ideas to change A, B & C
Targeted Routine
Communication Replacements for Problem Behavior
Function Possible Replacement
Gain attention/social interaction Recruit attention (“come here”)Request affection (“Hug please”)Solicit Praise (“How am I doing?”)Initiate greetings (“Hello”)
Escape or avoid an object or activity
Reject/protest (“No thanks”)Request assistance (“Please help”)Request alternative (“Any others?”)Request a break (“Can I have a break”)
Gain access to an object or activity Request objects (I want a drink)Request activity (I want to take a walk)Indicate preferences (I prefer tea)Make choices (I want that one)
Obtain direct sensory consequences Request stimulating objects/activities (Can I watch a movie?)Request attention/social interaction (Let’s talk)Indicate boredom (I’m bored. Let’s do something)
Basic Conditions for Communication (Beukelman & Mirenda, 2005)
At least 2 people who understand each other
Form ◦ Way to send the message
Content ◦ Something to talk about
Function ◦ Reason/Purpose to communicate
Educational team members must ensure these are addressed
Communication Forms (Behaviors)Multi-modal nature of communication
Non-symbolic- No use of symbols, speech or signs (e.g., cry, laugh, reach, point)
Symbolic-Shared message between sender & receiver (e.g., speech, sign language, voice output devices, picture symbols)
Unaided- Doesn’t require external equipment◦ E.g., Signs, gestures, facial expressions
Aided-requires external equipment◦ E.g., Computers, switches, speech generating devices
Aided Communication Low-Tech/Non-electronic: symbols, and
communication displays
Mid to Hi-Tech/Electronic: Speech-generating devices
Advantages/ Disadvantages of both?
Teaching a combination of different modes is necessary◦ Examples: Vocalization, body movements,
pointing, facial expressions, nodding, gestures, use of object symbols, picture symbols, manual signs
◦ Morgan: A multiple-mode communicator!◦ http://www.youtube.com/watch?v=uhLA-TQX4Ow
&feature=related
No one form of communication will meet all needs of all social situations
Unaided Communication Teachers need to be attuned to how student
communicates
Understand what various gestures, vocalization, and other techniques mean
Gesture DictionaryWhat John
DoesWhat it means
How to Respond
Runs to the door
“I want a drink of water”
Let him go for a drink of water from the water fountain or set a timer for when he can go
Grabs another student’s arm
“I like you”
Explain the meaning to John’s classmate & help them work together
When is unaided communication appropriate? Used when students have no other way to
get their messages across
Must be socially acceptable & intelligible
Contents of Communication When there is nothing to say, there is no
communication (i.e. the awkward pause when run out of things to say)
Individuals with severe disabilities need to have access to a variety of objects, pictures, and photos
Communicative Functions/ Intent
Request Initiate/greeting Terminate Attention Naming Accept/Reject
◦ Protesting situations◦ Affirming situations
Expressing choices or preferences
Assessing Receptive Communication Skills Receptive skills for a specific activity need to be
identified
What does the student do to demonstrate that the message has been received and understood?
Document what forms of communication seem to be best understood
Assessing Expressive Communication Skills Any attempt by the student to start, maintain, or
end a communicative exchange should be noted.
How the students communicates (the form)—Skill level?
Why the student is communicating (function/intent)—different forms of communication for different purposes?
What the student talks about (content)—information on breadth of skills and accessibility?
Ecological-Functional Assessment Process Uses observational techniques to analyze
skill demands of the natural environment and determine how the student performs within the environment
Leads directly to intervention plan (Snell, 2002)
1. List Domains
2. List environments
3. List sub-environments
4. List activities associated with each sub environment
5. Task analyze each activity to identify skills
6. Observe the performance of the activity to identify needs
Communication Ecological Inventory Worksheet (Figure 8-10, p.249, Best, Heller, Bigge, 2005)
1. Ask: Where does the student spend time? (environment, sub-environment, activities)
2. Select Activity: (e.g., ordering food)
3. Observe: (for vocabulary used in activity) List Expressive Vocabulary used in the activity List Receptive Vocabulary used in the activity
4. Review listed words and determine which words & skills need to be taught to the student.
Example of Communication Ecological Inventory Where does the student spend time?
◦ Environment: Community: McDonald’s◦ Subenvironment: McDonald’s counter area◦ Activities: Ordering food, waiting in line,
socializing in line Select activity: Ordering Food
Example Cont’d Observe vocabulary used in activity
◦ Expressive: “I want, hamburger, fish sandwich, small, medium, large, coke, milkshake, yes/no, that’s all, thank you, my order is wrong, I need, extra ketchup, for here, please repeat that, how much?”
◦ Receptive: “May I help you?, Is that all?, Here or to go?, Your order will be ready soon?, I don’t understand, Your total is_____”
Review listed words: which are above, below, and at the student’s level. Which are within or outside student’s experience, which are necessary for the task
Complete a hypothetical “ecological inventory for your student OR partner’s student”
1. Select Activity: e.g. Ordering Food, Playing a game
2. Record Vocabulary used in Activity:◦ List Receptive Vocabulary
◦ List Expressive Vocabulary
3. Prioritize what words to teach
Activity
Ecological Inventory of Communication Skills
Steps in Activity
Natural Cues
Comm. Skills Needed
Student Performance
Discrepancy Analysis
Interv.Plan
Receptive or Expressive
+ or - Why student isn’t doing the step
suggestions
Important Results from Ecological Inventory of Communication Skills Student’s current FORM (modes) of
communication.◦ What ways he/she is presently communicating◦ What ways could be used to communicate more
effectively (fluency, comprehensible to others) CONTENT of the environment and activities
◦ Vocabulary: Expressive & Receptive◦ Natural Supports◦ Communication Partners (will have to teach them)
FUNCTION/ Intent of student’s communication◦ Requesting, Refusing, Initiating
Assistive Technology (AT): Any item, piece of equipment, or
product, whether acquired commercially, off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of individuals with disabilities. (P.L. 101-407, The Technology Related Assistance Act of 1988).
Augmentative & Alternative Communication:All forms of communication (other
than oral speech) that are used to express thoughts, needs, wants, and ideas.-American Speech-Language-Hearing Association (asha.org)
Think of a student that requires AT or AAC:
• What types of supports does/will this student receive?
• How are these supports determined?
• Who is involved in this determination?
TASK
STUDENT
EN
VIR
ON
ME
NT
TO
OL
S
SETT- similar to ecological inventoryStudent
S
Environment
E
Task
T
Tools
T•What are the student’s current abilities?
•What are the student’s special needs?
•What are the functional areas of concern?
•What activities take place in the environment?
•What activities do other students do that this student cannot currently participate in?
•What assistive technology does the student have access to or currently use?
•What specific tasks occur in the environment?
•What activities is the student expected to do?
•What does success look like?
•Are the tools being considered on a continuum from no/low to high-tech?
•Are the tools student centered and task oriented and reflect the student’s current needs?
•What are the training requirements for the student, family and staff?
• What are the
functional areas of
concern?
• What are the student’s special needs?
• What are the
student’s current
abilities?
• What are the other students doing that this student needs to be able to do?
• What does the student
need to be able to do that
is difficult or
impossible to accomplish
independently at this
time?
STUDENT
A useful resource to support these questions from a student point of view is Bowser, G., & Reed, P. (2001). Hey Can I Try That? A Student Handbook for Choosing and Using Assistive Technology. This is available from www.educationtechpoints.org/manuals-materials/hey-can-i-try-that
STUDENT
Activity
• Using the practice SETT table• Get together with a partner or two • Complete the answers to the “Student
Section”
• What are the
functional areas of
concern?
• What are the student’s special needs?
• What are the
student’s current
abilities?
• What are the other students doing that this student needs to be able to do?
• What does the student
need to be able to do that
is difficult or
impossible to accomplish
independently at this
time?
STUDENT
Environments
Work Recreation Community Education Home
• What assistive
technology does the
student have access to or
currently use?
• What activities
take place in the
environment?
• What activities do other students do that this student cannot currently participate in?
ENVIRONMENT
• What is the
physical
arrangement?
• Where will the student participate—classroom, home, community, therapy?
Sensory Considerations (new)
New section as a subset of Student & Environment
– Does this student have sensory deficits or sensitivities that will impact his/her ability to …. ?
– Do the learning environment(s) impact the sensory issues of the student?
Sensory Considerations
STUDENT• Visual (glare, color vs.
black & white, white space between symbols, etc.)
• Auditory (voice, volume, button click)
• Tactile (velcro, weight)
• Personal space• Student specific
ENVIRONMENT• Background noise• Lighting (full
spectrum vs. flourescent)
• Physical space
Activity
• Using the practice SETT table get together with a partner or two and complete the answers to the “Environment Section”
• What assistive
technology does the
student have access to or
currently use?
• What activities
take place in the
environment?
• What activities do other students do that this student cannot currently participate in?
ENVIRONMENT
• What is the
physical
arrangement?
• Where will the student participate—classroom, home, community, therapy?
Activity
• Using the practice SETT table get together with a partner or two and complete the answers to the “Tasks Section”
•What does success
look like?
•What activities is the student expected to do?
• What specific
tasks occur in the
environment?
TASK
• TOOLS – Devices & Services---anything that is needed to help the student participate and access learning programs.
TOOLS
• Are tools being
considered because of
their features
that are needed rather
than brand names?
• Are the tools student centered and task oriented and reflect the student’s current needs?
• Are the tools being
considered on a
continuum from
no/low to high-tech?
•What is the cognitive load required by the
student to use the tool?
• What are the
training
requirements for the
student, family and
staff?
TOOLS
Tools
Access to– Keyboards– Mouse– Monitor– Drives/Storage– Printer
http://www.youtube.com/watch?v=xatHPazOXw0&feature=related
AT Continuum
• Follow the progression of low tech, through mid tech to high tech when selecting assistive technology tools
Low Tech Tools
Assistive Technology for Communication
Symbols for Communication Real Object Symbols
Photographs & Pictures
Line Drawing Symbols
Textured Symbols
Letters & Words
AT Communication ContinuumLow Tech
Concrete Representations
Real Objects– Calendar box
– Tangible Symbols
– Miniatures
– TOBIs (true object based icon)
AT Communication ContinuumLow Tech
Communication system with pictures, symbols, letters &/or
words
Considerations for Designing Displays Messages: which are needed, in what contexts
Symbols: depending on the individual & messages
How symbols are displayed: booklets, notebooks, wheelchair trays, scanners
Organizing symbols: context specific, how many per page, etc.
Selecting Symbols—What to look for? Should make sense to the user &
communication partners (assess with range of choices)
Similarity between the symbols & what represents should be obvious
Students sensory modalities should be considered
Symbols introduced gradually building on current communication skills
Using Symbols to Promote Participation/Conversation Calendar/Schedule Systems Choice Displays Remnant (e.g. Movie ticket, scraps from
activities) Displays Conversation Displays
Pragmatic Organization Dynamic Display (PODD) http://www.novita.org.au/Content.aspx?p=683#What_is_PODD
Vocabulary is organized according to communication function and discourse requirements
Simplified Technology by Linda Burkhart◦ http://www.lburkhart.com/
Pragmatic branch starters◦ I like this, I don’t like this, I want something, Quick
word/question, I have an idea, I want to show you something…
http://www.youtube.com/watch?v=ux1KIrz5rpY&feature=related http://www.youtube.com/watch?v=YDjVFXu9MZk&feature=related
Porter & Burkhart, PODD
Mid Tech Tools
Assistive Technology for Communication
Graphic arrays Designing communication
boards or communication notebooks◦ Choosing items◦ Size of each item◦ Positioning each item◦ Accessibility of each item◦ Perception of each item (both user
and communication partner)◦ Item placement/ordering- groups?
Effort in scanning?◦ Motor involvement in using array-
vertical or horizontal?
AT Communication ContinuumMid Tech
Simple Voice Output DevicesBIGmack Step-by-step
CheapTalk
Hip Talk
AT Communication ContinuumMid Tech
Speech Generating Device with levels
Bluebird II
Tech series
Message Mate7 Level Communication Builder
Leo
High Tech Tools
Assistive Technology for Communication
AT Communication ContinuumHigh Tech
Speech Generating Devices with icon sequencing
Pathfinder Plus
Vantage Plus
SpringBoard Lite
AT Communication ContinuumHigh Tech
Speech Generating Devices with a Dynamic Display
Dynavox V series & V-Max
M3
ChatPC
Tango!
Eyegaze System
Hi-Tech: Speech Generating Devices Devices “talk” when a student touches a
symbol on the device
What are advantages/ disadvantages??
IPAD applications for communication and other low-cost apps
Tap to Talk- Free, customizable, iCommunicate- $49.99, can upload pics to
make storyboards for activities First Then- $9.99, Story kit- Free, You can record reading of a
book and play back Sounding board-$49.99, create custom
boards with symbols or photos, Proloquo2Go-$199 http://www1.teachertube.com/viewVideo.php?title=Student_Demonstrating_Prol
oquo2Go_with_Monkey_Diving&video_id=94307 http://www.youtube.com/watch?v=dKc1Ss5d1Nw&feature=related
IPAD Applications
Activity
• Using the practice SETT table get together with a partner or two and complete the answers to the
• “Tools Section”
Solution Selection: Tools & Strategies
• Review the list of potential tools– Now is the time to evaluate for a
match with:• Student (abilities, difficulties,
likes/dislikes)• Environment (supports, obstacles)• Tasks (what 1-2 things do you want the
student to do?)
– Prioritize selectionshttp://www.youtube.com/watch?v=fAdEOXD9Tvk&feature=related
SETT- similar to ecological inventoryStudent
S
Environment
E
Task
T
Tools
T•What are the student’s current abilities?
•What are the student’s special needs?
•What are the functional areas of concern?
•What activities take place in the environment?
•What activities do other students do that this student cannot currently participate in?
•What assistive technology does the student have access to or currently use?
•What specific tasks occur in the environment?
•What activities is the student expected to do?
•What does success look like?
•Are the tools being considered on a continuum from no/low to high-tech?
•Are the tools student centered and task oriented and reflect the student’s current needs?
•What are the training requirements for the student, family and staff?
What do we choose to teach?
Consider:
What to communicate about
Activities/environments used in
People communicate with
Initial Instructional Strategies Establishing Want/No
Response Prompt Strategies (Time Delay, System of Least/Maximum Prompts)
Milieu Teaching- modeling, manding, time delay, incidental teaching
Environmental Arrangement & Interrupted-chain Strategy
Conversation skill training
Supporting AAC Learners (continued)
AAC Training◦ Training for student, parents/family/friends,
teachers, employers, peers
◦ Training in the use/maintenance of the system
◦ Training in facilitative/instructional techniques that promote communication
Developing Vocabulary
Developmental Vocabulary◦ To encourage language & vocabulary growth◦ Should include words or messages that encourage
students to use various language structures and combinations E.g., more, no, there
◦ Variety of nouns, verbs, & adjectives to support word combinations E.g., more car, OR no eat
◦ As vocabulary expands encourage use of combinations of 2,3,4, or more
Pre-literate vocabulary Needs for an AAC system
Substantive words (i.e., people, places, things) Relational words (e.g., big, little) Generic verbs (e.g., give, get, make) Specific verbs (e.g., eat, drink, sleep) Emotional state words (e.g., happy, scared) Affirmation/negation words (e.g., yes, no, not) Recurrence/discontinuation words (e.g., more, all gone) Proper names for people first (Mike) and personal
pronouns (his) later Single adjectives first (e.g., hot, dirty) & polar opposites
later (e.g., cold, clean) Relevant colors Relevant prepositions (e.g., on, over)
Developmental vocabulary categories (include from the lists)
If limited sight word recognition… Messages chosen from a functional rather
than developmental perspective Single words or whole messages are selected
to meet individual communication needs. ◦ One or more symbols to represent messages◦ Age/context/culturally appropriate.
Include some developmental vocabulary in AAC systems◦ Added whenever new environments or participation
opportunities are included
Vocabulary selection for nonliterate individuals
Words & messages that are commonly used by a variety of individuals and occur very frequently.
Sources to identify core vocabulary items◦ 1. Word lists based on the vocabulary-use
patterns of other individuals who successfully use AAC systems (http://aac.unl.edu/vocabulary.html)
◦ 2. Word lists based on the use patterns of the specific individual
◦ 3. Word lists based on the performance of natural speakers or writers in similar contexts.
◦ http://www.youtube.com/watch?v=Vib2__BDCXc
Developmental/Core vocabulary